-Sample-Assessment-Materials-Advanced-GCE-in-Psychology

Question Answer Mark
Number (2)
1(b) AO2 (1 mark) AO3 (1 mark)

One mark for evidence from data (AO2).
One mark for justification of that evidence (AO3).

For example:

• Evidence: the scores for the ‘Larks’ are 10 and
15, and the scores for the ‘Owls’ are 8 and 12
(1).

Justification: The numbers in the table are all quite
similar considering they are mean averages out of 40, so
there is not likely to be a significant difference/the scores
are different from one another, so there is a likely to be a
significant difference found (1).

• Evidence: The scores for creative tasks are 10
and 8 whereas the scores for analysis tasks are
15 and 12, which suggests a difference.
However, the scores overall for ‘Larks’ and
‘Owls’ are 20 and 25, so not that different out
of 40 (1).

Justification: For both the ‘Larks’ and the ‘Owls’ the
analysis tasks are done better than the creative tasks so
there might be a difference, although as the ‘Larks’ and
the ‘Owls’ overall do not show that much difference in
performance, probably no significant difference (1).

• Evidence: The totals are 18, 27, 20, 25 out of
45, and the test would compare these numbers
against one another, so as they are rather
similar, there is probably not a difference/so
there are differences here (1).

Justification: The four totals would be compared to do a
test, and they are not that different from one another, so
probably there is no significant difference/they are
different in some ways, so there might be a difference
(1).

Look for other reasonable marking points.

Question Answer Mark
Number (2)
1(c) AO2 (2 marks)
One mark for stating it is not the case.
One mark for stating that both variables are operationalised.
Maximum of one mark if only one variable is operationalised.

Look for other reasonable marking points.

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Question Answer Mark
Number (6)
AO2 (2 marks), AO3 (4 marks)
1(d) For each control:
One mark for identifying the control (2 AO2).
Two marks for explaining how to improve the effectiveness of
each control (4 AO3).

Controls

• Participants did their tasks on the same day.

• They were categorised using the same questionnaires as
morning or evening people.

• Tasks were set up as creative or analytic, and the same
for everyone.

• The times of day were the same for everyone.

•

• Improving the effectiveness of the controls

• Questionnaire

• Remove the self-report bias in the assessment of ‘Larks’ and
‘Owls’ (1) by an objective pre-test in the morning and evening
(1).

• Time of day

• Remove the generalisation of when the ‘Larks’ and ‘Owls’ work
best (1), so allow the participants to choose the time they take
the task (1).

• Tasks

• Improve the assessment of the creative and analytical tasks (1)
by asking a large sample of people who are already designated
as ‘creative’ or ‘analytical’ to rate the tasks (1).

Same day

Remove order effects (doing one task influences your
performance on the second task) (1) by counter-balancing (one
group take their morning task first then their afternoon task,
one group take their afternoon task first then their morning
tasks, both on different days) (1).

Look for other reasonable marking points.

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Question Answer Mark
Number (2)
2(a) AO2 (1 mark) AO3 (1 mark)

One mark for identifying a difference (AO2).
One mark for justification of that difference (AO3).

For example:

• An unstructured interview would not have a strong
schedule with planned questions but would have a
general idea of what would be asked (1). The more
open format lends itself to allowing the young person to
discuss personal issues that the researcher has not
anticipated (1).

OR

• An unstructured interview may include standard
opening questions, but it would have more open
questions than the semi-structured interview (1), so
data collected becomes more qualitative than
quantitative, which suits the need to gather rich data to
understand their personal issues/mental health issues.
(1).

Look for other reasonable marking points.

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Question Answer Mark
Number (2)
2(b) AO2 (2 marks)
One mark for a similarity between the two studies.
One mark for a difference between the two studies.

For example:
Similarities
Both have small sample (cannot take place on a large scale) (1).
Both will sample the same mental health issues (1).
Both will gather qualitative data (1).

Differences

The retrospective study has a significant participant variable
effect / the longitudinal study reduces the participant variable
effect (1).

The retrospective study has a problem with the accuracy of
recall of past memories / the longitudinal study gathers evidence
as it happens making it more accurate (1).

The issue-bias for the longitudinal study is caused by the drop-
out rate / the issue-bias for the retrospective study is caused by
the sampling process (1).

Look for other reasonable marking points.

Question Answer Mark
Number
2(c) AO3 (4 marks) (4)

One mark for identifying an improvement, up to two marks.

One mark for explaining how to achieve the improvement, up to
two marks.

For example:

Reduce the drop-out rate to reduce bias (1) by giving more
support to the participants to enable them to continue in the
study (counselling) (1).

Increase the range of mental disorders being included in the
study (1) by extending the age range of the study (beyond 18
years into mature adulthood) (1).

Look for other reasonable marking points.

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Question Answer Mark
Number (2)
3(a) AO2 (2 marks)
One mark apiece for stating significance level at which the Mark
results would have been significant, using conventional form. (6)
(0.36 > 0.306 therefore) p=/≤0.05
(0.46 > 0.423 therefore) p=/≤0.01

Question Answer
Number
AO2 (3 marks), AO3 (3 marks)
3(b)
Up to three marks for applying social identity theory to the
findings of the study (3 AO2).
Up to three marks for judging/justifying how social identity
theory supports the study (3 AO3).

Application of social identity theory to the findings:

Social contact

• For both samples perceived conflict in the ‘out group’

showed a relationship with social contact with that ‘out
group’ as predicted by the hypotheses based on social
identity theory because the results show that the more
social contact, the less perceived conflict.

• Social identity theory suggests that members of an ‘in

group’ show hostility to an ‘out group’, so having
perceived conflict towards an ‘out group’ in this study is
explained by SIT.

Behavioural intentions

• For both groups behavioural intentions related to social

contact as was predicted by the hypothesis – because
the more social contact, the less prejudice-related
behavioural intentions.

• Social identity theory might say that more social contact

meant widening the ‘in group’ to include others, so there
was less prejudice because those people were no longer
in an ‘out group’.

Perceived conflict

• For both groups perceived conflict related to behavioural

intentions, as was predicted by the hypothesis – because
the less perceived conflict, the less prejudice-related
behavioural intentions.

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Question Answer Mark
Number
• Social identity theory also suggests that if people see
3(b) others as an ‘out group’, they will raise their own
cont. self-esteem by denigrating the ‘out group’, so they are
likely to perceive conflict between themselves and an ‘out
group’. Their behaviour is likely to go with their
perceptions of conflict.

Judgement of how social identity theory supports the
findings:

• Both groups show significant correlations, thus there is

reliability being displayed.

• The value of 0.01 being used shows that these results are

“highly” significant.

• The good agreement in the results between the two

cultures used here shows that SID theory is applicable
across cultures.

• Only two cultures are used here, so there is no knowing if

all cultures would follow this pattern.

• The quality of social contact is not reported; in particular if

it involved sufficient contact to mean a widening of who is
seen as in group.

• Other variables such as gender are not given, so the role

of such can't be assessed.

• The level of resources is not stated, so the contribution

made by the realistic conflict theory can’t be assessed;
realistic conflict theory might explain the findings better,
but this is not clear in the data gathered.

• Realistic conflict theory suggests that working towards

superordinate goals reduces hostility (perceived conflict),
so this theory can also help to explain the results in this
study.

• Realistic conflict theory also shows that the less there is

perceived conflict (for example the more social contact),
the less prejudice in respect of behaviour, so might be as
good an explanation as social identity theory.

Look for other reasonable marking points.


 
 

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Question Indicative content Mark
Number (16)
AO1 (6 marks), AO3 (10 marks)
4
AO1

• Ethical principles come from the BPS Code of Ethics and
Conduct (2009).

• And are under 4 main headings: respect, integrity,
responsibility and conduct.

• Studies have to abide by the principles, and areas where
there are difficulties in studies can include giving the
right to withdraw.

• Making sure the researcher is competent to do the study.

• Getting informed consent.

• Not causing distress and being sure to offer a debrief so
that the participants leave in the same state as they start
the study in.

• Considering risk assessment to protect from harm.

• Watson and Rayner's aim was to see if they could
classically condition a phobia in a child.

• Raine et al.’s aim was to see if there are brain
differences in structures related to aggression in people
pleading not guilty to murder by reason of insanity.

• These people had shown aggression and were having a
PET scan, so it was a good opportunity to get data.

AO3

Aims – age of sample

• Watson and Rayner (1920) wanted to classically
condition one child, Little Albert, and focused on a baby –
issues of using one child, informed consent, and the
rights of the child – whereas Raine et al. (1997) aimed to
look at differences in brain structures and related issues
in adults but in a power relationship with the law.

Methods they chose because of their aims

Distress

• Raine et al. (1997) used scanning, which would be
unfamiliar to the participants. The ethical principle of
responsibility means that they had to cause no harm.
Similarly, Watson and Rayner (1920) had a scary
procedure in their study. They acted out the conditioning
using the noise of a metal bar hit behind Little Albert’s
head and this was scary for him.

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Question Indicative content Mark
Number
• In 1920 although there were ethical requirements, e.g. the
4 cont. APA code, the BPS Code of Ethics and Conduct (2009) was
not in force – in fact not in force for Raine et al. either, and
it can be said that ethical requirements have tightened and
changed over that time.

The ethics of the evidence-based conclusions that might
come from the aims

• Raine et al. (1997) found differences in the brain and
concluded that differences in the brain can cause
aggression. The evidence-based conclusions have ethical
implications because of the principle of responsibility and
doing no harm. Watson and Rayner also had far-reaching
implications as Little Albert could have been left with a
phobia that generalised to all furry things.

• Watson and Rayner’s (1920) study also had ethical
implications as the evidence-based conclusions showed
that fear can be conditioned. Raine et al.'s study could be
used to 'look for' possible murderers before any event and
do something about it (using brain scanning) before a
crime is committed. This is a consequence of their aims
that they needed to think through given the ethical issues
of respect, responsibility, integrity and competence.

Ethics related to their procedure, not so much their aims

• Raine et al. (1997) had to find a control group and to do
that they had to have another set of participants, giving
stress to more participants. They had to match their
participants, such as having some in the control group with
schizophrenia to match the main group as some in this
group had schizophrenia. Their aim was to find cause and
effect conclusions, so they needed a control group.

• Watson and Rayner (1920) did a single case study, so they
did not put anyone else through the stress as Raine et al.
did. One child was enough for their aim.

Consent

• Although Albert’s mother gave consent there is doubt as to
whether it was fully informed as she was an employee of
the hospital Watson worked in. The adults in Raine et al.
might have been able to understand to give consent, but
they were within the criminal system and might not have
been empowered to refuse consent.

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Question Indicative content Mark
Number
Distress
4 cont. • Albert’s distress was very apparent and long-lasting,
especially since he was not de-conditioned due to his
mother removing him from the study. (Although
subsequently it has been discovered that he died at the
age of 6 years old.)
• Raine et al.’s participants would not have suffered long-
lasting damage from the scan used in the same way.

Code

• Both did have ethical codes to abide by. However Raine
et al. being more recent would have been more
cognisant about ethical codes, and ethics would have
been tighter in 1997 compared with 1920.

Consequences of conclusions

• The scanning on the participants (those pleading NGRI)
was for their defence, and it is to be wondered how far
Raine et al.'s evidence-based conclusions might be used
by the defence or the prosecution and whether the
researchers were competent to deal with such issues or
whether they needed to consider what their aims led to.

• Watson and Rayner’s finding could be used by a society
to the detriment of the individual. Or it could be used to
help individuals, such as with the use of systematic
desensitisation as a therapy, so ethically there were
'good' reasons for learning about classical conditioning
in humans as well as 'bad' reasons.

• Raine et al.'s study could be used to 'look for' possible
murderers before any event and do something about it
(using brain scanning) before a crime is committed,
which would go against the principle of being innocent
until proven guilty.

Look for other reasonable marking points.

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Level Mark Descriptor
AO1 (6 marks), AO3 (10 marks)

Candidates must demonstrate a greater emphasis on evaluation/conclusion vs
knowledge and understanding in their answer. Knowledge & understanding is
capped at maximum 6 marks.

Level 0 0 No rewardable material.
Level 1 1–4
marks Demonstrates isolated elements of knowledge and understanding.
Level 2 (AO1)
5–8
Level 3 marks A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address
Level 4 9–12 the question. (AO3)
marks
Demonstrates mostly accurate knowledge and understanding.
13–16 (AO1)
marks
Candidates will produce statements with some development in
the form of mostly accurate and relevant factual material, leading
to a superficial conclusion being made. (AO3)

Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning.
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Demonstrates accurate and thorough knowledge and
understanding. (AO1)

Displays a well-developed and logical evaluation, containing
logical chains of reasoning throughout. Demonstrates an
awareness of competing arguments, presenting a balanced
conclusion. (AO3)

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Question Indicative content Mark
Number
AO1 (4 marks), AO2 (4 marks), AO3 (4 marks) (12)
5
AO1
Learning – social learning theory (SLT)

• Social learning is about behaviour being modelled and
then repeated.

• There are features to social learning such as paying
attention to behaviour and being motivated to repeat it.

• Social learning theory can work by using a model to
model 'calm' in stressful situations.

• Social learning theory suggests we learn by observing and
modelling those who are similar to us, such as same
gender.

• We are motivated to repeat these behaviours by the
actual or perceived reward they bring.

AO2

• Lu's mother seems to have modelled aggression and
anger, and Lu is likely to have seen her mother as a role
model (when she was a child), and so her worry that she
is copying her mother's behaviour is likely to be the case
– she has learned through social learning theory
mechanisms.

• Lu's partner could act as a calming model and could help
with housework to take the pressure off and also do that
calmly to model the calm behaviour that Lu wants.

• When Lu thinks, she models on her mother. That is likely
as they are the same gender, as well as her mother being
a likely role model as she was constantly in Lu's life when
Lu was a child, and probably looked up to her mother at
that time.

• By rewarding herself when she is calm, as the therapist
suggests, she will replace the reward that she has
associated with anger with an association with calm.

• She will then provide the role model that she wishes for
her children so that they will not develop anger as she
fears.

• The father’s role as a model is limited since his absence at
work leaves Lu in the children’s presence for most of the
time.

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Question Indicative content Mark
Number
AO3
5 cont. Evaluation points

• There is good evidence from SLT that anger can be
controlled by modelling techniques, and this is within a
person’s capability.

• Bandura's work (1961/1963) shows that children do copy
aggression (including the same sex model) when
aggression is modelled in real life or on the screen.

• Learning theories, though, also rely on evidence from
animals so might not be generalisable to humans, such as
Skinner's work on operant conditioning.

• If a therapeutic technique is likely to work, or works, then
the theory the technique rests on is in a way seen to be a
good theory.

• If the therapist used social learning principles to explain
to Lu the issues, and they worked on understanding and
accepting the past, and this works (the therapy did work
for Lu), then this can be seen as evidence that social
learning explanations are useful.

• Although without thorough investigation of course, this is
speculation.

• It might be that there is no one explanation for all of Lu's
issues but a combination of different explanations, as
nature (biological aspects) can combine with nurture
(learning from the environment) to lead to behaviour.

• There are drug treatments that can “calm” a person
down, and hormone therapies also exist.

• As Lu's mother also showed anger and aggression, it is
possible that any aggression or anger is inherited.

• Lu may have inherited some such features of limbic
system and the amygdala shown to be involved in
aggression.

• Since Lu thought she was calm before having children,
maybe a hormonal change has occurred and increased
her level of aggression.

Look for other reasonable marking points.

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Level Mark Descriptor

AO1 (4 marks), AO2 (4 marks), AO3 (4 marks)

Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application vs evaluation/conclusion in their answer.

Level 0 0 No rewardable material.
Level 1
1–3 Demonstrates isolated elements of knowledge and
marks understanding. (AO1)

Level 2 4–6 Provides little or no reference to relevant evidence
marks from the context (scientific ideas, processes,
techniques & procedures). (AO2)
Level 3 7–9
marks A conclusion may be presented, but will be generic
and the supporting evidence will be limited. Limited
attempt to address the question. (AO3)

Demonstrates mostly accurate knowledge and
understanding. (AO1)

Line(s) of argument occasionally supported through
the application of relevant evidence from the context
(scientific ideas, processes, techniques &
procedures). (AO2)

Candidates will produce statements with some
development in the form of mostly accurate and
relevant factual material, leading to a superficial
conclusion being made. (AO3)

Demonstrates accurate knowledge and
understanding. (AO1)

Line(s) of argument supported by applying relevant
evidence from the context (scientific ideas,
processes, techniques & procedures). Might
demonstrate the ability to integrate and synthesise
relevant knowledge. (AO2)

Arguments developed using mostly coherent chains
of reasoning. Leading to a conclusion being
presented. Candidates will demonstrate a grasp of
competing arguments but evaluation may be
imbalanced. (AO3)

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Level Mark Descriptor
Level 4
10–12 Demonstrates accurate and thorough knowledge and
marks understanding. (AO1)

Line(s) of argument supported throughout by
sustained application of relevant evidence from the
context (scientific ideas, processes, techniques or
procedures). Demonstrates the ability to integrate
and synthesise relevant knowledge. (AO2)

Displays a well-developed and logical evaluation,
containing logical chains of reasoning throughout.
Demonstrates an awareness of competing
arguments, presenting a balanced conclusion. (AO3)

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Question Indicative content Mark
Number AO1 (8 marks), AO3 (12 marks) (20)

6

AO1

Clinical psychology

• In clinical psychology drug therapy features often as a
main therapy, such as for schizophrenia or for
depression, anorexia or OCD.

• Anti schizophrenic drugs for schizophrenia (including new
ones), anti-depressant drugs for unipolar depression,
SSRIs for anorexia (to treat depression or OCD which
often go with anorexia) and anti-depressants can also be
used for OCD.

• Drugs are prescribed by doctors and psychiatrists.

• Other therapies and treatments in clinical psychology
include cognitive behavioural therapy, which links to
cognitive psychology and learning theories, and relates
to the links between thoughts, feelings and behaviour
and their consequences.

• Humanistic therapies for mental health disorders such as
person-centred therapy.

• Rosenhan (1973) showed patients admitted wrongly
(saying they had symptoms they did not and then acting
normally) were not recognised as not having
schizophrenia or a mental health disorder.

Criminological psychology

• In criminological psychology learning theories put

forward ways of controlling aggression, such as
rewarding 'good' behaviour (and possibly punishing
unwanted behaviour).

• Biological explanations include genetics, brain structure

and hormones and can be used to remove the blame
from criminals and the possibility of self-control.

• In criminological psychology, explanations such as the

self-fulfilling prophecy can explain a way society controls
individuals by predicting who might likely to become a
criminal.

• Forensic psychologists/clinical psychologists have power

in a situation (often) and that can be a form of social
control.

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Question Indicative content Mark
Number
Child psychology
6 cont.
• In child psychology research into day care can show social

control, such as advising about the staff-child ratio and
what makes good day care for a society.

• In child psychology, issues around therapy or helping

someone with autism.

• Attachment theory dictates the “norm” as to the type of

child care and behaviour of children with their caregivers.

Health psychology

• Pengpid et al. (2013) considered screening and brief
intervention for alcohol problems, and such interventions
can be seen as control.

• Treatments for drug addiction can be seen as social control
including learning theory treatments using classical
conditioning principles.

• Drug replacement therapy can be used and involves power
to those administering it.

AO3

Clinical psychology

• CBT asks the client to do homework but leaves choices to
the client.

• Humanistic therapies (client centred) do give the client
control as the therapist models a non-directive non-
judgemental relationship whilst the client works on
perhaps incongruence between their self-concept and their
organismic self.

• Rosenhan's study showed the participants/patient as losing
control in not being 'allowed out'.

• Drugs have to be prescribed and the patient/client does
not have control over the situation.

• There is an element of control in that there is the power to
section someone over mental health issues, so that person
then does not have the control and knowing this might
lead to them accepting therapy they might otherwise not
accept.

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Question Indicative content Mark
Number
Criminal psychology
6 cont.
• Drugs may control the behaviour of someone with an

aggression issue, which can benefit society as that person
fits in more with social norms.

• Other methods such as case studies are used to show a

wider picture and to suggest that a biological explanation
might not be enough. Qualitative data can help to study
individual differences and issues, which can help to tailor
any treatment of or focus on offenders, and more focused
treatment can mean more control for the offender (though
prison by definition removes control). Drugs controlling
behaviour can be seen as a form of social control.

• Whenever behaviour is controlled by a schedule of

reinforcements, the person doing the reinforcing has power
over the person with the aggression/criminal issues.

Child psychology

• Treatment/help for those with autism can be seen as a
form of social control though the intention is to help the
individual in their functioning, so this type of 'treatment'
can be said to be less 'social control' than other treatments
(such as drug therapy).

• Day care and rules governing day care can be said to give
power to society rather than to individuals or the children.
Children can make choices in a day care setting (more
perhaps now than in the past), so there is less social
control perhaps though choices are limited to what is
offered (what is offered is controlled).

• Fostering and adoption for children who have had

problems with forming attachments can be seen to be
about conforming to social norms.

• A child who does not conform is likely to be seen as a

problem, and the care they are offered is likely to be
affected by them not conforming.

• Universality of application of attachment theory creates a

bias towards particular cultures and child care
arrangements.

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Question Answer Mark
Number

6 cont. Health psychology

• Drug therapy is as much social control here as therapy
used for offenders, as those prescribing the drugs and
administering the programme have power over the client.

• Drugs can involve aspects that are illegal and this can give
power to society over the individual.

• Biological explanations for criminal and antisocial

behaviour can suggest that biological 'faults', such as
those related to the amygdala, can 'cause' aggression. This
leads to the suggestion that we should ‘fix’ the problem or
remove someone from society proactively.

• Learning theories can be used to help prisoners re-enter

society by, for example, offering assertiveness training to
replace aggression with being assertive.

• Factors influencing jury decision making can include issues

such as characteristics of the defendant. Any deviation
from a ‘neutral’ verdict can be seen as a form of social
control.

Look for other reasonable marking points.

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Level Mark Descriptor
AO1 (8 marks), AO3 (12 marks)

Candidates must demonstrate a greater emphasis on assessment/conclusion
vs knowledge and understanding in their answer. Knowledge & understanding
is capped at maximum 8 marks.

Level 0 0 No rewardable material.
Level 1 1–4
Level 2 marks Demonstrates isolated elements of knowledge and
Level 3 understanding. (AO1)
5–8
Level 4 marks Generic assertions may be presented. Limited attempt to
address the question. (AO3)
Level 5 9–12
marks Demonstrates mostly accurate knowledge and understanding.
(AO1)
13–16
marks Candidates will produce statements with some development in
the form of mostly accurate and relevant factual material,
17–20 leading to a generic or superficial assessment being
marks presented. (AO3)

Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of
reasoning, leading to an assessment being presented which
considers a range of factors. Candidates will demonstrate
understanding of competing arguments/factors but unlikely to
grasp their significance. The assessment leads to a judgement
but this will be imbalanced. (AO3)

Demonstrates accurate and thorough knowledge and
understanding. (AO1)

Displays a logical assessment, containing logical chains of
reasoning throughout which consider a range of factors.
Demonstrates an understanding of competing
arguments/factors but does not fully consider the significance
of each which in turn leads to an imbalanced judgement being
presented. (AO3)

Demonstrates accurate and thorough knowledge and
understanding. (AO1)

Displays a well-developed and logical assessment, containing
logical chains of reasoning throughout. Demonstrates a full
understanding and awareness of the significance of competing
arguments/factors leading to a balanced judgement being
presented. (AO3)

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